Academic literature on the topic 'Montessori material'

Actions can be either physical, virtual, or mental and act on either physical, virtual, or mental objects. For instance, Maria Montessori constructed educational materials that enabled students to learn by manipulation. The materials required physical actions on physical objects, such as combining beads to depict operations on numbers. Nintendo’s Wii video game supported physical actions on virtual objects. Gestures are actions that often apply to imaginary objects. Virtual actions involve manipulating computer consoles such as those used in robotic surgery to operate on physical objects. Virtual actions on virtual objects occur in many video games and instructional software. Virtual actions on mental objects occur in computer systems that use audio feedback to help the blind learn to navigate. Mental actions can be captured in brain–computer interfaces to control both physical robots and information on a computer screen. Mental actions on mental objects produce mental simulations. The increasing popularity of augmented reality will require more research on the pairing of physical, virtual, and mental actions and objects.

The genesis of professional requirements for the training of educators of preschool children at the turn of the XIX – XX centuries is represented in the historical and pedagogical research. The design of the study is based on a solid source base (published and unpublished materials from the archives, monographs, dissertations, manuals, scientific publications, articles). Sources are systematized by groups according to system and problem approaches. Achieving the goal of scientific research was carried out using a set of interrelated research methods: search and bibliographic, theoretical analysis, synthesis, systematization, classification, historical-retrospective, constructive-genetic, semantic-methodological, chronological, hermeneutic. According to the results of studies, the formation of requirements for professional training of educators within certain chronological limits was influenced by public figures, statesmen, teachers, associates, the level of industrial development, which determined the need to build a network of kindergartens, and therefore needed qualified educators who were to provide education for preschool children. It was found that most educators who worked in private and public kindergartens improved their professional qualities in the process of practical activities. They received significant support for professional development from representatives of social and pedagogical societies, which in a certain period took care of the training of educators for kindergartens. The main center where the image of the educator was formed was the Kyiv Froebel Pedagogical Institute. It is proved that the training of specialists in this institute was focused on the formation of general cultural, personal and professional level of educators. The students mastered the content of academic disciplines, which served to form a knowledge component in professional training. The practice-oriented component was important, which was focused on the formation of practical skills and abilities to implement in the practice of kindergartens progressive ideas of P. Lesgaft, J. Pestalozzi, M. Montessori, F. Froebel, the implementation of child-centered, activity-based approaches in raising children. It was found that in the first decades of the twentieth century, professional training of educators was carried out on a national basis. It was found that the genesis of the studied phenomenon was influenced by pedagogical thought. The study highlights the views of teachers on the formation of professional requirements in the training of educators. According to the results of processing primary sources, it was found that in the legacy of B. Grinchenko, O. Doroshenko, N. Lubenets, T. Lubents, S. Rusova, J. Chepiga, attention is focused on the knowledge, skills and abilities that teachers must master during training. It was investigated that teachers were unanimous in the opinion that future educators should be bearers of common cultural values. They must realize that the period of childhood is a period of formation and development of the child's personality. Therefore, in building an educational environment, it is important to study the child, to be able to adapt the content, forms and methods of developmental activities in accordance with the nature of the child. The ideas of teachers represented in the study are consistent with modern approaches to training, and therefore are of both theoretical and practical interest.